pep小学英语说课稿全英文版Word格式.docx

pep小学英语说课稿全英文版Word格式.docx

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lltakethem.”arethekeyanddifficultpointsof

thisunit.The

studyofthislessonwillhelptheSswithdailycommunication.

Moreover,thislessoncompletesthetransitionofthephrase“a

pairof…”to

thesentencepattern“Apairof…for…”,andhelpstheSsfurther

consolidate

theknowledgeofwordsofclothingappearinginpluralform.

Therefore,onstudyingtheteachingmaterialandanalyzingthe

regulationof

children'

sgrowingofmind,Iputforwardtheteachingobjectives

accordingto

newEnglishlessonstandard.

1.Perceptionobjective:

a）TheSscanhear,read,andusethemainsentencepatterns“Apair

of…for…”

“Whatsize?

”“Howmucharethey?

”“We'

lltakethem.”

b）TheSscanunderstandandreadtheconversationofthelesson.

2.Abilityobjective:

a）TheSscanusethesentencepatternofinquiringtheprice,and

furtherdevelop

theirlanguageabilityof“shopping”;

b）TheSscanusethepatternstoexpresstheirthoughtsintheproper

scene.

3.Emotionobjective:

a）Bycompletingthetask,theSsincreasetheirinterestandsetup

self-confidence

inlanguagestudy;

b）TeachtheSswhatis“love”and“managingmoneymatters”,

putthemoral

educationinthelanguagestudy.

Next,thekeypointsofthislesson:

Firstofall,tostudyandusethesentencepatterns“What

size?

”“Howmuchare

they?

”“Apairof…for….”“We'

lltakethem.”Toimprove

theSs'

abilities

in“shopping”;

Secondly,teachtheSshowtostudyindependentlyaswellasby

cooperation.

Difficultpoints:

TheSscanusethewordsandpatternstodescribetheclothesin

theproper

scene,andmakesimpledialoguesofshopping.

Well,howtoachievetheteachingobjectivesbetter,tostressthe

keypoints

andbreakthroughthedifficultpoints?

Thekeyishowtomakeuseof

teachingmethods,I'

lltalkaboutmyteachingmethodsbelow.

Part2TeachingMethods:

Accordingtothemodernperceptiontheoriesandsocial

intercourseteaching

theories,IadopttheTSAmethodandTBLTmethodinmyteaching,

namelyTotal

SituationalActionandTask-basedLanguageTeaching.

Theformerisa“scene—activity”teachingmethod.It

establishesareal

sceneandtheinteractionbetweentheteacherandtheSs.Itemphasizes

adynamic

informationexchangebetweentheteacherandSs.

ThelatterofferstheSsanopportunitytocompletethetasksin

whichSsuse

languagetoachieveaspecificoutcome.Theactivityreflectsreallife

and

learnersfocusonmeaning,theyarefreetouseanylanguagetheywant.

Atthesametime,makeuseofthemodernelectricityteaching

equipmentsand

allkindsofteachingmeans,itcanmobilizetheSs'

enthusiasmand

creativityin

learningEnglish.

Part3StudyingMethods:

LetSsstudyinarelaxedandagreeableatmosphere.Ssunderstand

thenew

knowledgeincertaindegreethroughthementalprocessofseeing,

hearing,saying,

observing,imagining,thinkingetc.Andmakepreparationfor

completingthenew

studytask.

Afterfeelingandcomprehendingthelanguagepoints,letSs

obtainthe

knowledgeactivelybyprobestudyandcooperativestudy.Thereby,

developtheSs'

abilitiesofstudyingandworkingwiththelearninglanguage

independently.

Part4TeachingProcess:

Inordertorealizetheteachingprocesssystematically,properly

efficiently,undertheprincipleof“regardSsasthecorpus,theteacher

inspires

forpredominance”,Idividetheteachingprocessintofivesteps.

Step1Warm-up.

Singasong:

Thecoatinwindow.

Soastothepsychologicalcharacteristicsofchildren，singinga

songcanmake

Ssfeelpleasedandsatisfied,andcanarouseexcitingmotion.Inthis

step,

teacherandtheSssinginunisonandperformthesong“Thecoatin

window.”

Thus,reviewthesentencepattern“Howmuchis…?

”Andarouse

performance

desire,participationdesire,andleadtheSsintoathickEnglishstudying

atmosphere.

Step2Presentationandpractice.

1.Design:

LookforCinderella.

Broadcastapartof“Cinderella”withtheflash,presentinga

crystalshoe

thatCinderellalose,andestablishesasceneofministerslookforthe

propersize

everywhere.Throughtheroleplaying,guidetheSstousethesentence

pattern

“Whatsizedoyouwear?

”“Size….”tomakethequestionand

answer.Thisdesign

isanoveltyofmylesson,itleadstheSsintothefairytales.Theyacquire

languageunconsciouslyandcandocommunicationfreely.

shoes,unsuitedthefromnaturallytopicshoppingtheto2.Lead

demonstratethe

sentencepattern“Howmucharethey?

Withagoodstudenttobetheassistant,Iperformtogoshopping,

andguide

theSstomaketheanswer:

“Theyare….”

Inthiscourse,Sscanunderstandthemaincontentsofthis

dialogueandget

thekeypointsbyscenedemonstration.

3.Game:

Guesstheprice.

Frombuyingapairofshoesformyselftobuyingapairformy

mom,introduce

thesentencepattern“Apairof…for….”

TheCAIpresentsabigcabinetwithvariousshoes,asktheSsto

guesstheir

price,andthendisplaythem.

Itconsidersthatchildrencankeeptheirattentionsinlimitedtime.

Thegame

canavoidthelifelessnessandboredomfromthepuremachinedrills.It

createsthe

conditionsofarelaxedandnaturalatmosphereforchildren'

sdrills.

Thenachieve

theaimofconsolidatinganddeepeningthesentencepattern.

4.Presentthetext.

a）Atthistime,Johnandhismomcometotheshoestore.

ItreappearstherelevantconversationbybroadcastingtheVCD,

letSsknowthe

textcontentswithacombinationofaudioandvideo,wordsand

pictures,which

catertothecharacteristicsofprimaryperiodtobecuriousandpursuing

interest

andfreshness.

b）Aftertheaudio-visualcommences,playthetaperecordercompletely

again,let

theSsconcentrateonlistening,thenanswermyquestions

accordingtothe

dialogue.e.g.:

WhatsizedoesJohnwear?

Howmuch?

Whetherbuyor

not,etc.

c）Afterbefamiliarwiththetext,lettheSstrytoactoutthedialogue.

Bythisstep,itachievedtheteachingaimofunderstandingandtalking

dialogueofthislesson.

Step3Tasktime.

Task:

Mother'

sDay.

Tomasterthelanguagecapabilityneedscertainamountof

practice.So,Istill

adoptthe“Task-based”teachingmethod,whichisdefinedbystrong

practicalityand

exacttask,soastomakebreak-throughaboutthedifficultpointsof

thislesson.

Inadvance,Ishallarrangetheclassroomtosomebusinesslocations,

suchas

clothesstore,shoesstore,fruitstoreetc.Ishalldividetheclassinto

groups

andplayroles,andthengivetheSsacertainquantityofspecie

currency,sothat

theymaychooseandbuythegiftsforMother'

sDay.

Forthisstep,IshallinstructtheSstousethewordsandpatterns

learntin

theprocessofcompletingcertaintasks.Meanwhile,theymayhave

mutual

improvementinexchanginginformationduringthecommunicating

activities.

MostSscantaketheirpartsintheactivities,especiallyfortheSs

whohave

troubleinEnglishstudy.Inthegroupactivities,theycanspeakalittle

English

withease.Withnodoubt,thiswillencouragethemtospeakEnglish.In

fact,it

incarnatesakindofdemandofhumanbeing.Suhuomulinsijisays:

“Inone'

smind,thereisalwaysakindofdeeplyrooted

demand,thatisthe

hopetofeeloneselfafinderandexplorer.InSs'

spirits,suchdemand

is

speciallystrong.”

Thisstepalsoleadstotheemotionobjectiveofthislesson,thatis

tohave

moraleducationinthisstep.

Step4Consolidationandextension.

Summarizethewholelesson,andarrangethehomework.

1.Dothecorrelativeexercisesintheactivitybook.Checkthemastering

of

knowledgeofthislesson.

2.AskSstointerviewtheirfriendsaskingthepriceandsizeoftheir

clothingand

makerecordsoftheinformation.

Thiscontentisanextensionofthepreviouslesson,tomeetthe

needsof

increasingcommunicatingdemandofsomeSs.

Step5BlackboardDesign.

ShowontheCAI.（It'

sa….）

Anyway,theteachingofthislessonaimstodevelopnotonlythe

Ss'

language

technicalabilities,butalsothediverseintelligencebyintegrated

teachingmethods.

Asteachers,tomakeourEnglishclassroomsshinewithvitality,weare

laidwith

heavyburden,andwestillhavelongwaytogo.

Aboveisthelecturenotesofmylesson.Thankyou